Abstract

Cognitive Diagnostic Models (CDM) are discrete latent variable models of confirmatory nature, devised for the evaluation of multidimensional constructs such as reading comprehension. In the present work the steps to design an evaluation of the CDM are shown. The study involved 434 students between the ages of 9 and 10 years old who were given a set of reading comprehension items. A panel of experts identified the skills underlie to the different items. After the identification of the set of skills, it was built a matrix of items by skills, called Q-matrix. Upon base on Q-matrix, it was studied the fit between different CDM models (DINO, DINA, RRUM and G-DINA) obtaining a good fit to the G-DINA model. This result allowed to make a description of the students according to their abilities in the different dimensions of reading comprehension and to contribute to the knowledge of the skills underlie to comprehension.